Saskatchewan and Canada: Pre-European

Contact

Number of Days: 14

Assessments:

Formative Summative

KWL Chart Talking Circle Participation Work Sheets Research

Medicine Wheel Poster Page for Collaborative book: Origins of First Nations Tribes Presentations Voki.com project (First Nations Heroes) Summative Exam

www.greenerynativeartgallery.com

Saskatchewan & Canada: Pre-European Contact - Overview

DR4.2 Explain the relationship of First Nations and Métis peoples with the land.

IN4.1 Analyze how First Nations and Métis people have shaped and continue to shape Saskatchewan.

IN4.2 Describe the origins of the cultural diversity in Saskatchewan communities.

IN5.1 Demonstrate an understanding of the Aboriginal heritage of Canada.

1 a. Investigate the traditional worldviews of First Nations peoples prior to European contact regarding land as an animate object and sustaining life force.

KWL Chart: First Nations and Métis (what do we already know, what do we want to know, (what did we learn - fill in as we go)) Book: Wisdom and Gifts - Page 7 Balance & Respect Pg 72 of Agriculture Unit: Lesson 4, Day 1 - The Medicine Wheel

2 b. Research traditional lifestyles of First Nations communities and peoples prior to European contact (e.g., hunting, gathering, movement of people to follow food sources).

1. Pg 82-87 of Agriculture Unit: Lesson 4, Day 2 - Food from the Land Book: Wisdom and Gifts: pg 10-11 foods and cooking(3) Buffalo: 2. http://www.saskstories.ca/ Stories: First Peoples (1600-1800) The Buffalo Hunt (intro) Gifts from the Buffalo (lifestyles) 3. Bison Supermarket Activity Lesson 1 - Parts of buffalo & their uses Lesson 2 - Hunting Methods (Hand out to copy) 4. Buffalo Dreams story (ELA)

3 a. Identify the traditional locations of the various First Nations tribes and language groupings in Saskatchewan prior to European contact.

The People: Cree - Photocopied information Read and highlight. Fill in KWL chart about Cree.

4 a. Locate on a map traditional First Nations and Inuit habitation areas in the era prior to European arrival, including the Northwest Pacific Coast, Interior Plateau, Plains, Eastern Woodland, Sub Arctic, and Arctic.

http://firstpeoplesofcanada.com/ Activity: Groups of 1-2 research various First Nations groups in Canada before contact., then present to class. Grade 4: SK specific groups Grade 5: groups throughout Canada

5 b. Research similarities and differences in ways of life among First Nations and Inuit communities prior to European contact (e.g., men’s roles, women’s roles, children’s roles).

Read through together: http://www.ecokids.ca/pub/eco_info/topics/first_nations_inuit/index.cfm Watch An Inuit Family in the Arctic: https://www.youtube.com/watch?v=uB4JGUzve6M - fill in information sheet while watching. Activity: Venn Diagram individually

7 a. Create biographic profiles of a selection of Saskatchewan First Nations and Métis leaders in the time period prior to Saskatchewan joining Confederation (e.g., Poundmaker, Big Bear, Riel, Dumont, Almighty Voice).

Book: The Learning Circle - pg 44-46 Lesson 1 - What is a Hero Activity: Students are given an Aboriginal hero to research in partners. Students create a voki.com video individually about hero.

Lesson 1 - Who were the First Peoples of Canada?

1 a. Investigate the traditional worldviews of First Nations peoples prior to European contact regarding land as an animate object and sustaining life force.

KWL Chart: First Nations and Métis (what do we already know, what do we want to know, (what did we learn - fill in as we go)) Book: Wisdom and Gifts - Page 7 Balance & Respect Pg 72 of Agriculture Unit: Lesson 4, Day 1 - The Medicine Wheel

Day 1

1. KWL Chart: Canada's First Peoples (15-20 min)

a) What do we already know about First Nations, Inuit, and Métis people?

b) What do we want to know about Canada's First peoples?

2. Read Balance & Respect (pg 7 from Wisdom and Gifts book). (15 min)

Highlight new information and add to What did we learn section of KWL chart - Explain that more

will be added throughout the unit.

Day 2 & 3

1. The Medicine Wheel (Lesson 4, Day 1 in agriculture unit)

Discuss parts of the Medicine Wheel, then students create their own by drawing/using magazine

cut outs (ask for students to bring old magazines from home & put on blog)

Lesson 2 - How did First Nations people survive on the land?

2 b. Research traditional lifestyles of First Nations communities and peoples prior to European contact (e.g., hunting, gathering, movement of people to follow food sources).

1. Pg 82-87 of Agriculture Unit: Lesson 4, Day 2 - Food from the Land 2. Book: Wisdom and Gifts: pg 10-11 foods and cooking(3) Buffalo: 3. http://www.saskstories.ca/ Stories: First Peoples (1600-1800) The Buffalo Hunt (intro) Gifts from the Buffalo (lifestyles) 4. Bison Supermarket Activity Lesson 1 - Parts of buffalo & their uses (handout) Lesson 2 - Hunting Methods (Hand out) 5. Buffalo Dreams story (ELA)

Day 1

1. Distribute, read, and highlight information from Foods and Cooking (Wisdom and Gifts pg 10-11)

2. Food From the Land (Agriculture Unit pg 82-87) Lesson 4, Day 2

Talking circle - bring in talking stick

- Read information, then discuss questions using talking stick

Day 2

1. Read from http://www.saskstories.ca/

The Buffalo Hunt (intro story) - http://www.saskstories.ca/english/work/1stpeoples/index.html

Gifts from the Buffalo lifestyles story) -

http://www.saskstories.ca/english/work/1stpeoples/lifestyles/index.html

2. Parts of the Buffalo and their Uses (lesson 1 from Bison Supermarket)

Day 3

3. Hunting Methods (lesson 2 from Bison Supermarket)

ELA

Read Buffalo Dreams story

Lesson 3 - What are the differences between First Nations Tribes?

3 a. Identify the traditional locations of the various First Nations tribes and language groupings in Saskatchewan prior to European contact.

The People: Cree - Photocopied information Some grade 4s: do SK specific groups for same project as ahead.

4 a. Locate on a map traditional First Nations and Inuit habitation areas in the era prior to European arrival, including the Northwest Pacific Coast, Interior Plateau, Plains, Eastern Woodland, Sub Arctic, and Arctic.

http://firstpeoplesofcanada.com/ Activity: Groups of various sizes research various groups in Canada before contact., then present to class.

Day 1

1. KWL chart - brainstorm what we know (if anything) about Cree First Nations.

2. Go through Cree information together - The People and Cree Communities - 4 pgs (photo copy for students)

and highlight new information.

3. Add new information to KWL chart

4. Introduce project: students will go onto http://firstpeoplesofcanada.com/ and will research various groups

and their locations in Canada before contact and then will present to the class. Teacher assigns groups and

research topics.

Day 2

1. Students will research and create pages for a First Nations Tribes book to put in class library.

Day 3

1. Students will present their findings to the class. The class will then map out where each tribe was in Canada.

First Nation Study: ___________________________________

Part A

KWL Chart

1. Complete Know and Want to Know sections of KWL Chart. You must have 5-8 questions in want to

know.

2. Show your teacher your sheet and then get a computer to research the First Nation group that you

chose.

3. Fill out the Learned section of the KWL Chart.

Grade 5 - be sure to write down all of the groups included in your area.

Part B

Book Page

Create an information page to put into a class book about the First Nations Group that you

researched. Be sure to include:

1. The name of your First Nations Group

2. Where in Canada they originally lived. Include a map.

3. Pictures

4. At least 4 other pieces of information about your First Nations group

Make your page attention grabbing, done neat, and must be easy to read.

You may complete your page either by hand or in Microsoft Word on the computer.

Lesson 4 - First Nations vs. Inuit people

5 b. Research similarities and differences in ways of life among First Nations and Inuit communities prior to European contact (e.g., men’s roles, women’s roles, children’s roles).

Venn Diagram http://www.ecokids.ca/pub/eco_info/topics/first_nations_inuit/index.cfm Read together as a class & fill out a Venn Diagram.

Day 1

1. As a class, read through http://www.ecokids.ca/pub/eco_info/topics/first_nations_inuit/index.cfm and add

to information gathering page.

2. Watch And Inuit Family in the Arctic https://www.youtube.com/watch?v=uB4JGUzve6M. Students add to

information page while watching.

3. Discuss findings from the video. Teacher puts information students wrote down onto the SMART board,

students copy down what they didn't get.

4. Star the items on the list that are true for First Nations as well.

Day 2

1. Distribute Venn Diagrams to class (11 x 17 paper).

2. Students pull out information page; teacher puts list back onto the smart board. Students will use their Inuit

information page and information they already know/have in their books from previous lessons to find 15

items to put into the Venn diagram to compare First Nations and Inuit people.

Lesson 5 - First Nations Heroes

7 a. Create biographic profiles of a selection of Saskatchewan First Nations and Métis leaders in the time period prior to Saskatchewan joining Confederation (e.g., Poundmaker, Big Bear, Riel, Dumont, Almighty Voice).

Book: The Learning Circle - pg 44-46 Lesson 1 - What is a Hero Lesson 2 - Famous First Nations Heroes (voki.com video)

Days 1-3

1. Lesson 1 - What is a Hero (The Learning Circle pg 44) (20 min)

2. Introduce Lesson 2 - Famous First Nations Heroes. Ask students to name any First Nations Heroes *if

possible.

3. Give full list of First Nations Heroes.

4. Each student will choose a hero that they would like to do. In groups, students will research their hero and

find out information (based on research guide provided).

5. Once information has been found, students will create voki.com videos about hero.

Day 3

6. Students will present their Voki videos and will teach their classmates about each hero.

a. Students will be groups according to the same heroes - once all videos about a hero is complete,

students will fill in the blanks about why each person is a hero on worksheet.

Examples:

Gabriel Dumont:

http://www.voki.com/php/viewmessage/?chsm=1ba975348733ed7a7a48053027f4b51a&mId=1782870

Almighty Voice:

http://www.voki.com/php/viewmessage/?chsm=875dbeaa059ad391a9c6bda4f49b3f5c&mId=1782873

Poundmaker:

http://www.voki.com/php/viewmessage/?chsm=729301204227b3580df986d2546ae1ad&mId=1782874

Poundmaker - Worked with ______________ and wanted _____________

to be helpful for his people. He ______________ signing until he was

______________ to sign due to ___________.

Big Bear - Worked with ________________ in trying to get ____________

to be helpful to his people. He ____________ signing and was forced to

____________ his band when Wandering Spirit _____________ it.

Louis Riel - Lobbied for ____________ for ___________ people who were

not offered to sign ____________. Led ___________ and

_________________ in the Northwest ________________ in a fight for

their _______________.

Gabriel Dumont - Helped _______________ fight for ________________

rights. He led a small Métis ________ during the Northwest ___________.

Almighty Voice - __________ up for First Nations' ___________. He

escaped jail the night before he was to be _______ for killing a _____ to eat

without _____________ and swam home in ________ waters and then

resisted/hid Mounties force for ________________.

Tecumseh - __________ First Nations groups to ___________ for their

rights against ____________ settlers. He also _____________ forces with

the ____________ Army against the ______________ and played a major

role in ______________ Americans from taking over _____________ land.

Poundmaker - Worked with Big Bear and wanted Treaty 6 to be helpful

for his people. He resisted signing until he was forced to sign due to

famine.

Big Bear - Worked with Poundmaker in trying to get Treaty 6 to be

helpful to his people. He resisted signing and was forced to leave his

band when Wandering Spirit overtook it.

Louis Riel - Lobbied for equality for Métis people who were not offered

to sign treaties. Led Métis and First Nations in the Northwest

Resistance in a fight for their rights.

Gabriel Dumont - Helped Louis Riel fight for Métis rights. He led a small

Métis army during the Northwest Resistance.

Almighty Voice - Stood up for First Nations' freedom. He escaped jail

the night before he was to be hung for killing a cow to eat without

permission and swam home in ice waters and then resisted/hid

Mounty force for 19 months.

Tecumseh - United First Nations groups to fight for their rights against

European settlers. He also joined forces with the British Army against

the Americans and played a major role in stopping Americans from

taking over Canadian land.

Lesson 6 - First Nations Narratives

6 f. Paraphrase a traditional narrative about the origins of the First Nations or Inuit peoples, about the relationship with the natural environment, and connections between spirituality and the natural environment.

Give students stories & have them practice paraphrasing story (learn in ELA). Answer questions about relationship with natural environment and connections between spirituality and the natural environment

Day 1

1. Give students copy of a FN story. Read story allowed with whole group.

2. Students retell the story in their own words (continue in ELA) and answer questions about relationship with

natural environment and connections between spirituality and the natural environment.

First Nations Pre-Contact Unit Review

Buffalo

1. Choose 4 different parts of the buffalo

and describe how First Nations used

those parts.

i. _____________________________

______________________________

ii._____________________________

______________________________

iii. ___________________________________________________________________________

iv. ___________________________________________________________________________

2. Explain why we do not see buffalo in the wild anymore.

_____________________________________________________________________________

_____________________________________________________________________________

3. Describe how pemmican is made.

_____________________________________________________________________________

_____________________________________________________________________________

4. How do First Nations people thank the spirits of items (like buffalo) they take from the earth?

______________________________________________________________________________

5. Name and describe 2 types of hunting buffalo that the First Nations used.

i. ____________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

ii. ____________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

First Nations Traditions

6. Name 3 rules of the talking circle.

i. ____________________________________________________________________________

ii. ____________________________________________________________________________

iii. ___________________________________________________________________________

7. Why are Elders the most respected group in the First Nations' culture?

______________________________________________________________________________

______________________________________________________________________________

8. Colour and label this medicine wheel with at least 4 pieces of information in each quadrant

including the correct colours.

First Nations and Inuit People

9. Name 5 of the First Nations groups that live in Canada.

i. ____________________________________________________________________________

ii. ___________________________________________________________________________

iii. ___________________________________________________________________________

iv. ___________________________________________________________________________

v. ___________________________________________________________________________

10. Name 2 First Nations heroes and explain why each one is a hero.

i. ____________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

ii. ____________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

11. Name 5 similarities and 5 differences about First Nations and Inuit people.

Similarities Differences

First Nations Pre-Contact Test

Part A. True or False - place a check in the correct box on the right for each question. (1 mark each)

1. First Nations people believe that all living and non-living things come from the creator.

2. First Nations people show respect by putting animal blood on their faces and singing.

3. Traditionally, First Nations women were valued more than men.

4. Elders have always been valued for their wisdom in the First Nations community.

5. Elders often pass their wisdom on through song, stories, and dances.

6. Seals were a main source of food for Cree people.

7. Pemmican is a type of food made from pounding buffalo meat with fat and berries.

8. Louis Riel fought for the rights of Métis people.

9. Big Bear led the Canadian government in a victory over the First Nations people.

10. The Inuit people lived in Southern Canada.

Part B. Short Answer - Answer each question using complete sentences.

11. What happened to the buffalo in Saskatchewan? (2 marks)

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

12. Describe the rules of a talking circle. (3 marks)

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

13. Name a use for 2 different parts of the buffalo. (4 marks)

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

True False

14. Name and describe one of the types of buffalo jumps that First Nations used. (3 marks)

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

15. Name 3 different groups of First Nations people found in Canada. (3 marks)

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

16. Name one First Nations hero. Explain what he did that made him a hero. (3 marks)

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

Part C. Draw and Label

17. The Medicine Wheel

a. Draw a medicine wheel. (1 mark)

b. Label the medicine wheel with the 4 directions. (4 marks)

c. Label the medicine wheel with the 4 colours. (4 marks)

d. Write one item that belongs in each of the 4 quadrants of the medicine wheel. (4 marks)

18. Draw and label a Venn Diagram describing 6 similarities and differences between First Nations and Inuit

People. (6 marks)

First Nations Pre-Contact Test

Part A. True or False - place a check in the correct box on the right for each question. (1 mark each)

1. First Nations people believe that all living and non-living things come from the creator. (T)

2. First Nations people show respect by putting animal blood on their faces and singing. (F)

3. Traditionally, First Nations women were valued more than men. (F)

4. Elders have always been valued for their wisdom in the First Nations community (T)

5. Elders often pass their wisdom on through song, stories, and dances (T)

6. Seals were a main source of food for Cree people (F)

7. Pemmican is a type of food made from pounding buffalo meat with fat and berries. (T)

8. Louis Riel fought for the rights of Métis people. (T)

9. Big Bear led the Canadian government in a victory over the First Nations people. (F)

10. The Inuit people lived in Southern Canada. (F)

Part B. Short Answer - Answer each question using complete sentences.

11. What happened to the buffalo in Saskatchewan? (2 marks)

They were hunted to the point of endangerment.

12. Describe the rules of a talking circle. (3 marks)

Everybody sits in a circle, a talking stick is passed around, only the person holding the talking stick is allowed to

talk, everything said in a talking circle is respected.

13. Name a use for 2 different parts of the buffalo. (4 marks )

See list of buffalo parts.

14. Name and describe one of the types of buffalo jumps that First Nations used. (3 marks)

Pound - create a U-shaped corral/trap made from wood. First Nations people would chase a heard of buffalo

into the corral and then use weapons to kill the trapped buffalo.

Jump - First nations would create a chute/walls of wood and people. They would chase the buffalo into the

chute and the buffalo would proceed until they fell off of the cliff to their death.

Individual Hunt - A single hunter would camouflage himself as a bison or other animal. He would creep close

enough to the buffalo from downwind and then spear or arrow it.

Surround - A group of First Nations would hide and surround a group of buffalo from all directions on a non-

windy day. Once they were close enough, the group would attack one or more buffalo all at once. This method

would confuse the buffalo.

True False

X

X

X

X

X

X

X

X

X

X

15. Name 3 different groups of First Nations people found in Canada. (3 marks)

Cree, Blackfoot, Sioux, Saulteaux, Dene, Inuit, Northwest Coastal People, Plateau People, Eastern Woodland

Hunters, Eastern Woodland Farmers.

16. Name one First Nations hero. Explain what he did that made him a hero. (3 marks)

Poundmaker - Worked with Big Bear and wanted Treaty 6 to be helpful to his people. He resisted signing until

he was forced to sign due to famine.

Big Bear - Worked with Poundmaker and wanted Treaty 6 to be helpful to his people. He resisted signing until

he was forced to leave his band when Wandering Spirit overtook it.

Louis Riel - Lobbied for equality for Métis people who were not offered treaties or land.

Gabriel Dumont - Helped Louis Riel fight for Métis rights. He led a small Métis military army during the

Northwest Resistance.

Almighty Voice - stood up for First Nations freedom. He escaped jail the night before he was to be hung for

killing a cow without permission and swam home in ice waters and then resisted/hid Mounty force for 19

months.

Tecumseh - united First Nations groups to fight for their rights against European settlers. He also joined forces

with the British Army against the Americans and played a major role in stopping Americans from taking over

Canadian land in the East.

Part C. Draw and Label

17. The Medicine Wheel

a. Draw a medicine wheel. (1 mark)

b. Label the medicine wheel with the 4 directions. (4 marks)

c. Label the medicine wheel with the 4 colours. (4 marks)

d. Write one item that belongs in each of the 4 quadrants of the medicine wheel. (4 marks)

See assignment for further answers.

18. Draw and label a Venn Diagram describing 6 similarities and differences between First Nations and Inuit

People. (6 marks)

First Nations Inuit

Buffalo bannock seals

Teepees Survived off the land Igloos

Pemmican Told Stories Dog Sleds

Creator